Critical Reading in Architectural Education

Emel Birer

doi:10.46474/jds.1060665

Araştırma Makalesi

Critical Reading in Architectural Education

Yıl 2022, , 21 - 37, 10.07.2022

Emel Birer

https://doi.org/10.46474/jds.1060665

Öz

Architectural production is a text. Texts; while producing the new based on the other, architecture needs, production social life, technology, the geography where it is produced, etc. It is formatted by references before it, as well as elements. Blending this production into architectural education must be carried out adding readings on architectural design conception and teaching the articulated power of the theoretical structure of design. The need to rebuild, reinterpret and reproduce knowledge in the mind of each individual in their own way necessitates the questioning of the need to surpass the centred position that teaches the teaching method of the studio. The aim of this study is to prove the possibility of a method that by incorporating architectural texts and theory books into undergraduate education makes these texts more comprehensible, by demonstrating the contributions of these courses in architectural design studio. In accordance with this purpose a methodology suggestion has been tried to read and understand texts as part of production in architectural education. This methodology is formed by superposing steps towards understanding architectural theory texts through critical reading with learning steps towards transforming the text from conceptual maps to images. This way architectural education is rendered a whole with design and theory altogether and as a result, subjective construction of knowledge defines the key concepts of design studio as criticism and reconstruction.

Anahtar Kelimeler

Architectural Education, Studio, Critical Reading, Conceptual Map, Visualising

Kaynakça

Alexander, C., Ishikawa, S., Silverstein, M., iRamió, J.R., Jacobson, M., & Fiksdahl-King, I. (1977). A Pattern Language. Gustavo Gili.
Arnheim, R. (1969). Visual Thinking. University of California Press.
Aşılıoğlu, B. (2008). Bilişsel Öğrenmeler için Eleştirel Okumanın Önemi ve Onu Geliştirme Yolları. D. Ü. Ziya Gökalp Eğitim Fakültesi Dergisi, 10, 1-11.
Attoe W. (1978). Architecture and Critical Imagination, New York, John Wiley & Sons. Aydınlı, S., (2001). Mimarlık Eğitiminde Öncelikler, Mimar-ist, Ocak 2001, 116-120.
Barthes, R. (2005). Göstergebilimsel Serüven, çev. Mehmet Rifat ve Sema Rifat (4. Basım). İstanbul: YKY.
Barthes, R. (2015). Yazı ve Yorum. çev. Tahsin Yücel (4. Basım). İstanbul: Metis.
Barnard, M. (2002). Sanat, Tasarım ve Görsel Kültür. Ankara: Ütopya Yayınevi.
Berger, J. (1972). Ways of Seeing, London: British Broadcasting Corporation and Penguin.
Boydak, A. (2001). Öğrenme Stilleri, İstanbul: Beyaz Yayınları.
Buehler, M. (2000). Conceptualizing Distance Learning & Info Literacy. Lacuny Institute 2000, http://wally.rit.edu/information/CUNY2000/ sld008.htm, 10/08/2002
Cervetti, G., Pardales, M. J. ve Damico, J. S. (2001). A Tale of Differences: Comparing the Traditions, Perspectives, and Educational Goals of Critical Reading and Critical Literacy. Reading Online, 4 (9). http://www.readingonline.org.html
Cross, N. (2006). Designerly Ways of Knowing, London: Springer.
Driver, R., Leach, J., Millar, R., and Scott, P. (1996). Young People’s Images of Science. Buckingham: Open University Press.
Durmuş, S., Öymen Gür, Ş. (2017). MimarlığIn Metı̇nsel Temsı̇linde Retorı̇k İnşa: Usûl-Ii Mı̇mari-l Osmanı̂, METU JFA, 2017/1, (34:1) 107-131.
Erdem, E., Yılmaz, A. and Özyalçın Oskay, Ö. (2009). The Effect of Concept Mapping on Meaningful Learning of Atom and Bonding, World Conference on Educational Sciences 2009. Procedia Social and Behavioral Sciences, 1586–1590.
Ersoy, A. (2013). Arkitera Köşe Yazısı, Mimarlık Tarihi Söyleşileri. [http:// www.arkitera.com/soylesi/index/detay/mimarlik-tarihi-soylesileri-- ahmet-ersoy/510]
Freire, P. (2014). Yüreğin Pedagojisi [Pedagogy of the Heart]. (Trans: Ö. Orhangazi). Ankara: Ütopya Yayınevi.
Gassat, J.O. (1998). Üniversitenin Misyonu, Çev: Neyyire Gül Işık, Yapı Kredi Yayınları, 45.
Günay, Doğan V. (2003). Metin Bilgisi. Genişletilmiş 2. Baskı, İstanbul: Multilingual.
Gür Ş.Ö. (2009). Mimarlıkta Eleştirinin Eleştirisi, Mimarlık, 348.
Güzer A. (2009). Kültürel Çatışma ve Süreklilik Alanı Olarak Mimarlık Eleştirisi, Mimarlık, 348.
Hartman, D. K. and Hartman, A.J. (1993), Reading Across Texts: Expanding the Role of the Reader, The Reading Teacher, 47 (3): 202-211.
Hays, K. M. (2002). Architecture Theory Since 1963, 3. Edition, Cambridge, Massachusetts: MIT Press.
İnceoğlu, M. and İnceoğlu, N. (2004). Mimarlıkta Söylem Kuram ve Uygulama, İstanbul: Tasarım Yayın Grubu.
Karakuyu, Y. (2010). The Effect of Concept Mapping on Attitude and Achievement in Physics Course. International Journal of the Physical Sciences, 5 (6), 724-737.
Lefebvre, H. (2014). Mekanın Üretimi (The Production of Space). çev. Işık Ergüden. İstanbul: Sel Yayıncılık.
Lenski, S. D. (1998). Intertextual Intentions: Making Connections Across Texts, Clearing House, 72 (2):74-75.
Messaris, P. (1994). Visual Literacy: Image, Mind, and Reality, Westview Press; 1st edition.
Mitchell, W. J. T. (1986). Iconology: Image, Text, Ideology. Chicago and London: The University of Chicago Press.
Nakhleh, M. B. (1994). Chemical Education Research in Laboratory Environment. Journal of Chemical Education, 71 (3), 201-205.
Nesbitt, K. (1996). Theorizing a New Agenda for Architecture: An Anthology of Architectural Theory 1965-1995, ed. Kate Nesbitt, New York: Princeton Architectural Press.
Novak, J. D. & Cañas, A. J. (2008). The Theory Underlying Concept Maps and How to Construct and Use Them, Technical Report IHMC Cmap Tools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition.
Novak, J. D. and Gowin, D. B. (1984). Learning How to Learn. New York: Cambridge University Press.
Novak, J. D. & Musonda, D. (1991). A Twelve-year Longitudinal Study of Science Concept Learning. American Educational Research Journal, 28 (1), 117-153.
Oluk, N.T., Kan, A. ve Ekmekci, G. (2016). Kavram Haritası Yöntemine Yönelik Tutum Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması, Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD) Cilt 17, Sayı 1, Nisan 2016, 95-110.
Okebukola, P. A. (1992). Attitude of Teachers Towards Concept Mapping and Vee Diagramming as Meta Learning Tools in Science and Mathematics, Educational Research, 34 (3), 201- 213.
Onur, D., Zorlu, T. (2017). Tasarım Stüdyolarında Uygulanan Eğİtim Metotları ve Yaratıcılık İlişkisi, The Turkish Online Journal of Design, Art and Communication - TOJDAC October 2017 Volume 7 Issue 4, 542-555.
Öğrenme Biçimi Olarak Tasarım: Okullar Okulu Bienali Okumaları, (1998). İKSV Yayınları.
Özdemir, E. (2011). Eleştirel Okuma. Ankara: Bilgi Yayınevi.
Özkan, S. (2000), Tschumi Üzerine, Bernard Tschumi Çağdaş Dünya Mimarları Dizisi 1, İstanbul: Boyut Yayınları, 25-35.
Özsoy, V., Mamur, N., & Sarıbaş, S. (2020). Use of Visual Culture in Visual Arts Courses: Opinions of Participating Teachers after TUBITAK-4005 Project. Pegem Eğitim ve Öğretim Dergisi, 10(3), 767-808. http://dx.doi.org/10.14527/pegegog.2020.025
Parsa, A.F. (2007). İmgenin Gücü ve Görsel Kültürün Yükselişi, Fotografya Dergisi, 1-10.
Pearlman, B. (2009). Making 21st Century Schools: Creating Learner-centred School Places/workplaces for a New Culture of Students at Work. Educational Technology, 49 (5), 14-19.
Rye, J. A. & Rubba, P. A. (1998). An Exploration of the Concept Map as an Interview Tool to Facilitate the Externalization of Students, Understandings about Global Atmospheric Change. Journal of Research in Scıence Teachıng, 35 (5), 521–546.
Ricoeur, P. (1971). The Model of the Text: Meaningful Action Considered as a Text, Social Research Journal, 38 (3): 529-562.
Rose, G. (2001). Visual Methodologies. London: Sage Publication.
Rowe, D. W. (1987). Literacy Learning as an Intertextual Process, edt. J. E. Readence & R. S. Baldwin. Research in Literacy: Merging Perspectives: Thirty-Sixth Yearbook of the National Reading Conference Rochester. NY: National Reading Conference.
Ruiz-Primo, M. A., Schultz, S. E., Li, M. & Shavelson, R. J. (2001). Comparison of the Reliability and Validity of Scores from Two Concept-mapping Techniques, Journal of Research in Scıence Teachıng, 38 (2), 260- 278.
Sarıca, R. ve Çetin, B. (2012). Öğretimde Kavram Haritaları Kullanımının Öğrencilerin Akademik Başarısına ve Kalıcılığa Etkisi. İlköğretim Online, 11(2), 306-318.
Scardamalia, M. & Bereiter, C. (2014). Education for Innovation: Beyond “21st Century Skills”. Educational Technology, 54 (1), 61-63.
Siegel, M. (1984). Reading as Signification. Unpublished Doctoral Dissertation, Indiana University, Bloomington.
Şentürer A. (2004). Mimarlıkta, Estetikte, Tasarımda, Eğitimde Eleştirel Yaklaşım, Yapı-Endüstri Merkezi Yayınları, İstanbul.
Tanrıverdi, G. ve Demirbaş, M. (2012). Fizik Laboratuarına Yönelik Tutum Ölçeği Geliştirme: Geçerlik ve Güvenirlik Çalışması, Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13(3), 83-101.
Tanyeli, U. (1999). Söylem ve Kuram: Mimari Bilgi Alanının Sınırlarını Çizmek. Mimarlık, (289), 38-41.
Tanyeli, U. (2017). Yıkarak Yapmak: Anarşist Bir Mimarlık Kuramı için Altlık. İstanbul: Metis Yayınları.
Taşkın, Ö. (2006). Fen Bilgisi Eğitiminde Özel Öğretim Yöntemleri. Samsun, Türkiye: Deniz Kültür.
Tavin, K. M., & Anderson, M. (2003). Teaching (Popular) Visual Culture: Deconstructing Disney Iin The Elementary Art Classroom. Art Education, 50 (4), 41-46.
Tekeli, İ., (2014). Mimarlık Eğitimi, Türkiye Yükseköğretim Stratejisi Bağlamında Mimarlık Eğitimi Üzerine Düşünceler, Mobbig 38 Toplantısı konuşma metni.
Tschumi, B. (1996). Architecture and Disjunction. London: The MIT Press.
Toffler, A., Toffler, H., & Gibson, R. (2011). Rethinking the Future: Rethinking Business Principles, Competition, Control and Complexity, Leadership, Markets and the World. Hachette UK.
Uluoğlu, B. (2002). Mimarlık Bilgisinin Çifte Kimliği ve Kavramsallaştırılış Biçimi Üzerine. A. Şentürer, Ş. Ural ve A. Atasoy (Yayına hazırlayanlar), Mimarlık ve Felsefe. İstanbul: YEM Yayınları.
Vitruvius, P. (2005). Vitruvius: Mimarlık Üzerine On Kitap. (Çev. Suna Güven). Şevki Vanlı Mimarlık Vakfı Yayınları.
Warner, L. G. & DeFleur, M. L. (1969). Attitude as an Interactional Concept: Social Constraint and Social Distance as Intervening Variables Between Attitudes and Action. American Sociological Review, 34 (2), 153-169
Weiner, F. (2005). Five Critical Horizons for Architectural Educators in an Age of Distraction, EAAE PRIZE 2003-2005, 21.
Williams, R. (2018). Anahtar Sözcükler: Kültür ve Toplumun Sözvarlığı. İstanbul: İletişim Yayınları.
Yalçın, S. (2018). 21.yüzyıl Becerileri ve Bu Becerilerin Ölçülmesinde Kullanılan Araçlar ve Yaklaşımlar. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi. 51 (1), 183-201.
Yıldırım, C. (2016). Bilim Felsefesi, 19. Basım, İstanbul: Remzi Kitabevi.
Yılmaz, B. (2004). Öğrencilerin Okuma ve Kütüphane Kullanma Alışkanlıklarında Ebeveynlerin Duyarlılığı. Bilgi Dünyası, 5(2), 115-136.
Yücel S. ve Aydınlı, S. (2015), Mimarın Eğitimi Üzerine Spekülatif Bir Deneme, Erciyes Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 31(1):17-23
Yürekli, İ., Yürekli, H, (2004) Mimari Tasarım Eğitiminde Enformellik, İTÜDERGİSİ/a, Cilt 3, Sayı 1, 53-62.

Yıl 2022, , 21 - 37, 10.07.2022

Emel Birer

https://doi.org/10.46474/jds.1060665

Öz

Kaynakça

Alexander, C., Ishikawa, S., Silverstein, M., iRamió, J.R., Jacobson, M., & Fiksdahl-King, I. (1977). A Pattern Language. Gustavo Gili.
Arnheim, R. (1969). Visual Thinking. University of California Press.
Aşılıoğlu, B. (2008). Bilişsel Öğrenmeler için Eleştirel Okumanın Önemi ve Onu Geliştirme Yolları. D. Ü. Ziya Gökalp Eğitim Fakültesi Dergisi, 10, 1-11.
Attoe W. (1978). Architecture and Critical Imagination, New York, John Wiley & Sons. Aydınlı, S., (2001). Mimarlık Eğitiminde Öncelikler, Mimar-ist, Ocak 2001, 116-120.
Barthes, R. (2005). Göstergebilimsel Serüven, çev. Mehmet Rifat ve Sema Rifat (4. Basım). İstanbul: YKY.
Barthes, R. (2015). Yazı ve Yorum. çev. Tahsin Yücel (4. Basım). İstanbul: Metis.
Barnard, M. (2002). Sanat, Tasarım ve Görsel Kültür. Ankara: Ütopya Yayınevi.
Berger, J. (1972). Ways of Seeing, London: British Broadcasting Corporation and Penguin.
Boydak, A. (2001). Öğrenme Stilleri, İstanbul: Beyaz Yayınları.
Buehler, M. (2000). Conceptualizing Distance Learning & Info Literacy. Lacuny Institute 2000, http://wally.rit.edu/information/CUNY2000/ sld008.htm, 10/08/2002
Cervetti, G., Pardales, M. J. ve Damico, J. S. (2001). A Tale of Differences: Comparing the Traditions, Perspectives, and Educational Goals of Critical Reading and Critical Literacy. Reading Online, 4 (9). http://www.readingonline.org.html
Cross, N. (2006). Designerly Ways of Knowing, London: Springer.
Driver, R., Leach, J., Millar, R., and Scott, P. (1996). Young People’s Images of Science. Buckingham: Open University Press.
Durmuş, S., Öymen Gür, Ş. (2017). MimarlığIn Metı̇nsel Temsı̇linde Retorı̇k İnşa: Usûl-Ii Mı̇mari-l Osmanı̂, METU JFA, 2017/1, (34:1) 107-131.
Erdem, E., Yılmaz, A. and Özyalçın Oskay, Ö. (2009). The Effect of Concept Mapping on Meaningful Learning of Atom and Bonding, World Conference on Educational Sciences 2009. Procedia Social and Behavioral Sciences, 1586–1590.
Ersoy, A. (2013). Arkitera Köşe Yazısı, Mimarlık Tarihi Söyleşileri. [http:// www.arkitera.com/soylesi/index/detay/mimarlik-tarihi-soylesileri-- ahmet-ersoy/510]
Freire, P. (2014). Yüreğin Pedagojisi [Pedagogy of the Heart]. (Trans: Ö. Orhangazi). Ankara: Ütopya Yayınevi.
Gassat, J.O. (1998). Üniversitenin Misyonu, Çev: Neyyire Gül Işık, Yapı Kredi Yayınları, 45.
Günay, Doğan V. (2003). Metin Bilgisi. Genişletilmiş 2. Baskı, İstanbul: Multilingual.
Gür Ş.Ö. (2009). Mimarlıkta Eleştirinin Eleştirisi, Mimarlık, 348.
Güzer A. (2009). Kültürel Çatışma ve Süreklilik Alanı Olarak Mimarlık Eleştirisi, Mimarlık, 348.
Hartman, D. K. and Hartman, A.J. (1993), Reading Across Texts: Expanding the Role of the Reader, The Reading Teacher, 47 (3): 202-211.
Hays, K. M. (2002). Architecture Theory Since 1963, 3. Edition, Cambridge, Massachusetts: MIT Press.
İnceoğlu, M. and İnceoğlu, N. (2004). Mimarlıkta Söylem Kuram ve Uygulama, İstanbul: Tasarım Yayın Grubu.
Karakuyu, Y. (2010). The Effect of Concept Mapping on Attitude and Achievement in Physics Course. International Journal of the Physical Sciences, 5 (6), 724-737.
Lefebvre, H. (2014). Mekanın Üretimi (The Production of Space). çev. Işık Ergüden. İstanbul: Sel Yayıncılık.
Lenski, S. D. (1998). Intertextual Intentions: Making Connections Across Texts, Clearing House, 72 (2):74-75.
Messaris, P. (1994). Visual Literacy: Image, Mind, and Reality, Westview Press; 1st edition.
Mitchell, W. J. T. (1986). Iconology: Image, Text, Ideology. Chicago and London: The University of Chicago Press.
Nakhleh, M. B. (1994). Chemical Education Research in Laboratory Environment. Journal of Chemical Education, 71 (3), 201-205.
Nesbitt, K. (1996). Theorizing a New Agenda for Architecture: An Anthology of Architectural Theory 1965-1995, ed. Kate Nesbitt, New York: Princeton Architectural Press.
Novak, J. D. & Cañas, A. J. (2008). The Theory Underlying Concept Maps and How to Construct and Use Them, Technical Report IHMC Cmap Tools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition.
Novak, J. D. and Gowin, D. B. (1984). Learning How to Learn. New York: Cambridge University Press.
Novak, J. D. & Musonda, D. (1991). A Twelve-year Longitudinal Study of Science Concept Learning. American Educational Research Journal, 28 (1), 117-153.
Oluk, N.T., Kan, A. ve Ekmekci, G. (2016). Kavram Haritası Yöntemine Yönelik Tutum Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması, Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD) Cilt 17, Sayı 1, Nisan 2016, 95-110.
Okebukola, P. A. (1992). Attitude of Teachers Towards Concept Mapping and Vee Diagramming as Meta Learning Tools in Science and Mathematics, Educational Research, 34 (3), 201- 213.
Onur, D., Zorlu, T. (2017). Tasarım Stüdyolarında Uygulanan Eğİtim Metotları ve Yaratıcılık İlişkisi, The Turkish Online Journal of Design, Art and Communication - TOJDAC October 2017 Volume 7 Issue 4, 542-555.
Öğrenme Biçimi Olarak Tasarım: Okullar Okulu Bienali Okumaları, (1998). İKSV Yayınları.
Özdemir, E. (2011). Eleştirel Okuma. Ankara: Bilgi Yayınevi.
Özkan, S. (2000), Tschumi Üzerine, Bernard Tschumi Çağdaş Dünya Mimarları Dizisi 1, İstanbul: Boyut Yayınları, 25-35.
Özsoy, V., Mamur, N., & Sarıbaş, S. (2020). Use of Visual Culture in Visual Arts Courses: Opinions of Participating Teachers after TUBITAK-4005 Project. Pegem Eğitim ve Öğretim Dergisi, 10(3), 767-808. http://dx.doi.org/10.14527/pegegog.2020.025
Parsa, A.F. (2007). İmgenin Gücü ve Görsel Kültürün Yükselişi, Fotografya Dergisi, 1-10.
Pearlman, B. (2009). Making 21st Century Schools: Creating Learner-centred School Places/workplaces for a New Culture of Students at Work. Educational Technology, 49 (5), 14-19.
Rye, J. A. & Rubba, P. A. (1998). An Exploration of the Concept Map as an Interview Tool to Facilitate the Externalization of Students, Understandings about Global Atmospheric Change. Journal of Research in Scıence Teachıng, 35 (5), 521–546.
Ricoeur, P. (1971). The Model of the Text: Meaningful Action Considered as a Text, Social Research Journal, 38 (3): 529-562.
Rose, G. (2001). Visual Methodologies. London: Sage Publication.
Rowe, D. W. (1987). Literacy Learning as an Intertextual Process, edt. J. E. Readence & R. S. Baldwin. Research in Literacy: Merging Perspectives: Thirty-Sixth Yearbook of the National Reading Conference Rochester. NY: National Reading Conference.
Ruiz-Primo, M. A., Schultz, S. E., Li, M. & Shavelson, R. J. (2001). Comparison of the Reliability and Validity of Scores from Two Concept-mapping Techniques, Journal of Research in Scıence Teachıng, 38 (2), 260- 278.
Sarıca, R. ve Çetin, B. (2012). Öğretimde Kavram Haritaları Kullanımının Öğrencilerin Akademik Başarısına ve Kalıcılığa Etkisi. İlköğretim Online, 11(2), 306-318.
Scardamalia, M. & Bereiter, C. (2014). Education for Innovation: Beyond “21st Century Skills”. Educational Technology, 54 (1), 61-63.
Siegel, M. (1984). Reading as Signification. Unpublished Doctoral Dissertation, Indiana University, Bloomington.
Şentürer A. (2004). Mimarlıkta, Estetikte, Tasarımda, Eğitimde Eleştirel Yaklaşım, Yapı-Endüstri Merkezi Yayınları, İstanbul.
Tanrıverdi, G. ve Demirbaş, M. (2012). Fizik Laboratuarına Yönelik Tutum Ölçeği Geliştirme: Geçerlik ve Güvenirlik Çalışması, Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13(3), 83-101.
Tanyeli, U. (1999). Söylem ve Kuram: Mimari Bilgi Alanının Sınırlarını Çizmek. Mimarlık, (289), 38-41.
Tanyeli, U. (2017). Yıkarak Yapmak: Anarşist Bir Mimarlık Kuramı için Altlık. İstanbul: Metis Yayınları.
Taşkın, Ö. (2006). Fen Bilgisi Eğitiminde Özel Öğretim Yöntemleri. Samsun, Türkiye: Deniz Kültür.
Tavin, K. M., & Anderson, M. (2003). Teaching (Popular) Visual Culture: Deconstructing Disney Iin The Elementary Art Classroom. Art Education, 50 (4), 41-46.
Tekeli, İ., (2014). Mimarlık Eğitimi, Türkiye Yükseköğretim Stratejisi Bağlamında Mimarlık Eğitimi Üzerine Düşünceler, Mobbig 38 Toplantısı konuşma metni.
Tschumi, B. (1996). Architecture and Disjunction. London: The MIT Press.
Toffler, A., Toffler, H., & Gibson, R. (2011). Rethinking the Future: Rethinking Business Principles, Competition, Control and Complexity, Leadership, Markets and the World. Hachette UK.
Uluoğlu, B. (2002). Mimarlık Bilgisinin Çifte Kimliği ve Kavramsallaştırılış Biçimi Üzerine. A. Şentürer, Ş. Ural ve A. Atasoy (Yayına hazırlayanlar), Mimarlık ve Felsefe. İstanbul: YEM Yayınları.
Vitruvius, P. (2005). Vitruvius: Mimarlık Üzerine On Kitap. (Çev. Suna Güven). Şevki Vanlı Mimarlık Vakfı Yayınları.
Warner, L. G. & DeFleur, M. L. (1969). Attitude as an Interactional Concept: Social Constraint and Social Distance as Intervening Variables Between Attitudes and Action. American Sociological Review, 34 (2), 153-169
Weiner, F. (2005). Five Critical Horizons for Architectural Educators in an Age of Distraction, EAAE PRIZE 2003-2005, 21.
Williams, R. (2018). Anahtar Sözcükler: Kültür ve Toplumun Sözvarlığı. İstanbul: İletişim Yayınları.
Yalçın, S. (2018). 21.yüzyıl Becerileri ve Bu Becerilerin Ölçülmesinde Kullanılan Araçlar ve Yaklaşımlar. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi. 51 (1), 183-201.
Yıldırım, C. (2016). Bilim Felsefesi, 19. Basım, İstanbul: Remzi Kitabevi.
Yılmaz, B. (2004). Öğrencilerin Okuma ve Kütüphane Kullanma Alışkanlıklarında Ebeveynlerin Duyarlılığı. Bilgi Dünyası, 5(2), 115-136.
Yücel S. ve Aydınlı, S. (2015), Mimarın Eğitimi Üzerine Spekülatif Bir Deneme, Erciyes Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 31(1):17-23
Yürekli, İ., Yürekli, H, (2004) Mimari Tasarım Eğitiminde Enformellik, İTÜDERGİSİ/a, Cilt 3, Sayı 1, 53-62.

Toplam 70 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	İngilizce
Konular	Alan Eğitimleri
Bölüm	Research Articles
Yazarlar	Emel Birer 0000-0003-0152-3690
Yayımlanma Tarihi	10 Temmuz 2022
Yayımlandığı Sayı	Yıl 2022

Kaynak Göster

APA	Birer, E. (2022). Critical Reading in Architectural Education. Journal of Design Studio, 4(1), 21-37. https://doi.org/10.46474/jds.1060665

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